e5 Project

e5 logo

During the leadership development program, partcipants will work on a network group challenge and develop an action plan to manage/solve the problem.
Each Network Group will develop an action plan based on the literature on effective schools and leadership and its applicability in the context of the Network. The plan will include:

• A contextual analysis
• Identification of a challenge/improvement focus within the network; and
• The articulation of a plan to manage/solve the challenge or improvement focus.

The group will document the action undertaken to address the challenge or improvement focus and then conduct an evaluation. This challenge will provide opportunities for the group to improve team performance skills, to explore their network environment and to address a local challenge or improvement focus.

The following is a link to a background report into the E5 Instructional Model.
https://knoxnetwork.wikispaces.com/file/view/E5%2BBackground%2BReport-rpt-v1%2B00-20080209.pdf


The following is from an email via John Sloan. (NB - as he stated, this is not his original work)

E5 INSTRUCTIONAL MODEL
E5 Instructional Model is a framework for purposeful teaching and describes the interactions that take place within a classroom between the teacher, the student and the content using five descriptors - Engage, Explore, Explain, Elaborate and Evaluate.
The instructional model is based on five phases of instruction and a developmental continuum that provides profiles of quality instructional practice at increasing levels of proficiency. The model is comprised of three main components: the five phases of instruction, teaching capabilities and profile statements for each phase.

It focuses on instruction and the teacher delivery that occurs in the classroom. The instructional model is inextricably linked to teacher knowledge base, thoughtful curriculum planning, the development of a responsive learning environment, positive relationships, and teacher reflection and collaboration. It is designed to support teachers in engaging in purposeful teaching. In focussing on purposeful teaching, the Instructional Model will draw from the Principles of Learning and Teaching P-12 (PoLT) and reflect the Student Learning Assessment Advice. The model is applicable across all curriculum areas and stages of learning.

The model provides a common language for school leaders and teachers to describe and discuss quality instruction. It supports teachers and school leaders to define and develop their knowledge around high quality instruction, thereby enhancing teacher capacity to improve student learning. It assists school leaders and teachers to reflect on teaching practice.

The model provides a focus for ongoing performance and development discussions, supporting purposeful and personalised teacher professional learning to assist teachers to increase their proficiency in particular capabilities.

Notes from the Principal Network Meeting. . .thanks to Renae for typing them up :)
Sandhurst Network - Leaders in the Making

Must Do’s

Engage / Explore Create a sense or urgency (enthusiasm?) amongst staff that this is needed Introduce the ‘concept’ first – sow the seeds

Develop a survey to find out where staff are ‘right now’ Assess where people are at – know your audience Identify prior understanding

Demystify the concept Keep it simple Staff need to become familiar with the model

Start from what you know Keep in context next to practice Get staff to identify what they already do Provide a context for why it is being implemented and how current practice fits in Audit curriculum, skills and current practice Demonstrate where e5 already fits into the curriculum and pedagogical journey of staff Build into unit planners Embed into current practise so it becomes a tool to improve, not an ad on

Links to AIP / Strategic plan Make links to existing DEECD Frameworks (P&D Culture, effective Schools model, Professional Learning Model, Developmental Framework) Use the teacher capacity framework to initiate discussion around teaching and learning Make sure there is an element of accountability, i.e build it into teacher development plans, whole school strategic plan, planning documents etc Make sure the relationship to the other frameworks is clear (e.g. PoLT) Use PoLT survey or develop a similar one Use data to give reason / purpose (student learning) Build a sense of; What (context), How (PoLT, e5, Teacher Behaviour) and The Learner (students)

Develop shared understandings Build a common language Gradually introduce the language Must demonstrate Samples

Use the document Articulate where the support materials are Identify potential reading on e5 Clarify what e5 is / reading, where it came from Provide access to documents (PDF?) Involve outside expertise if possible to foster the importance of this model Support material Access outside (e.g. regional) expertise

Start with whole staff Involve all staff

Small team approach – identify change agents Identify staff who can support and facilitate the introduction / implementation (change agents) Identify a core group of individuals who are willing participants As a team – develop a unit of work Discuss in units and plan strategies (do this NOW!) Select a professional learning team to provide support, knowledge etc to give the initiative some momentum People leading it MUST understand it Have a leader with a clear understanding of what e5 is

Demonstrate a positive personal commitment Involve leadership Build the tool into the framework of school leadership (Sergio)

Understand it is a teaching model, not a learning model Implement this in universities so it is embedded

Staff development – PD Time needs to be allocated to the process including staff and unit meetings Staff commitment or ‘day in’ Planned PD with appropriate support materials

Hasten slowly Gradual introduction – sow the seed Can be developed over time Develop a timeline

Break it down into manageable pieces Break to down into chunks then pair, share, compare Activity based Short, sharp activities that capture staff interest

Self – assess using e5 Design a reflective process to ensure staff have time to look at their own and each others practise (trials)

$$$

What to Avoid

Not having a strategic implementation plan

Not reading the document and agree on definitions (what it looks like) before presenting

Not another add on Forcing this on staff without developing understanding We have to do this – imposition Staff being ‘done to’ Scaring people off by overwhelming them Avoid doing it on the work already being done Seeing it as additional (new / above / beyond) other models, especially PoLT – this is a construct of teacher behaviour Seeing it as additional work load – it should make our job easier!

Don’t launch as the next best thing Don’t commence with an apology Create an impression there is a deficit needing to be filled Prioritise it (make sure it is appropriate because in some instances you are challenging some teachers and their approaches)

Overload staff with information Don’t introduce the whole poster – it looks scary! Do too much too quickly Timing, do it at a time which ‘makes sense’ (consider other things staff have to do) Don’t avoid exploration and investigation

Assume that all members of staff will come on board at the same time Expecting it to happen unsupported Try and get everyone on board at once – start with the early adapters and letting them influence works much more effectively

Seeing it as separate / isolated from other aspects of education Not enough exploration / explanation See it as only a planning tool

Persevere

System type speak Misconceptions about language / structure Only relating it to the classroom

Not taking the time Speeding Go too fast Impose it too quickly – let people explore, discuss then revisit it

Do not imply that what has come before has no value

Lack of funding and time

Successful Strategies / approaches that have worked in the past.

If it is directly related to affecting student outcomes – teachers will give it a try Create a sense of need among teachers

Whole school understandings Common understandings Make the framework evident in the classroom to support a common language with staff and students Focus on what it means for staff / students – how will it help them?

Brainstorm together This works for me – staff sharing Discuss, implement then share process Identify effective change agents Strong and unrelenting communication Do not underestimate the power of conversation

Having those initial chats with staff who are potential blockers can be valuable Acknowledge some will struggle with the journey – offer support Expectation that all staff will be involved

Context approach – from the known Reflection by individuals / teams around context practice Challenging reflection Ongoing reflection and evaluation Instructional model – teaching model Small groups and hands on to build understanding

Make the process easy to use Introduce gradually for yourself and staff

Leadership Team Continually involve leadership – keep updated an seek feedback Develop a core group who are willing to participate initially An individual won’t facilitate whole school change Incorporate into the coaching program Share leadership and let others introduce concepts Small project team Let teams look at it in relation to their area of the school Train the trainer model Clear responsibilities

Take time – set timelines and goals Include individual development plans Use action research to work together, plan, implement, reflect and evaluate - then plan further changes Introduce slowly – give other people time to work through it Plan sustained introduction and implementation built into other processes (e.g. P.R.P’s)

Small teams to audit current practice

Build into P.R.P’s

Link to PD School visits Possibility of linking to other schools

$$$ / Time (Some call it bribery)

Celebrate achievement and sharing